民族纹样融入小学数学课堂对学生美学感知的影响研究——以“图形的运动”单元为例

摘要

为探究民族纹样融入小学数学课堂对学生美学感知的影响，本研究以怀化市麓山国际陆港实验学校三年级110名学生为研究对象，选取侗族龙纹、蜘蛛纹、八角花纹和多耶纹作为教学材料，围绕平移、轴对称、周期排列、中心均衡等数学核心知识点设计观察对比、规律推理、图形补全、数理创作四类数学课堂活动。研究采用前后测比较、课堂观察、学生访谈和作品分析等方法，从数学视角发现图形规律、运用数学术语解释图形美感、依托图形运动知识完成数理纹样创作三个维度追踪学生能力变化。结果显示，教学后学生的美学感知整体有所提升，能够更加主动地发现纹样中的轴对称、平移、周期重复等图形运动特征，并逐渐运用较具体的数学语言解释纹样的美感，学生作品的规律性和整体协调性也有所增强。研究表明，将民族纹样适当融入小学数学课堂，有助于丰富学生的审美体验，促进数学知识学习与民族文化教育相结合。

Abstract

This study investigated the effects of integrating ethnic minority decorative motifs into primary mathematics classrooms on students’ aesthetic perception. The participants were 110 second-grade students from Huaihua Lushan International Inland Port Experimental School. Four traditional Dong motifs—the dragon motif, spider motif, eight-pointed flower motif, and Duoye motif—were selected as instructional materials. Classroom activities involving observation, comparison, pattern completion, and creative design were conducted. Pre- and post-test comparisons, classroom observations, student interviews, and analyses of student work were employed to examine changes in students’ abilities to discover, explain, and create beauty. The results showed an overall improvement in students’ aesthetic perception after the instructional intervention. Students became more active in identifying symmetry, repetition, and arrangement patterns in decorative motifs. They also gradually learned to use more specific mathematical language to explain the aesthetic qualities of the motifs, while their own designs demonstrated greater regularity and overall coherence. The findings suggest that the appropriate integration of ethnic minority decorative motifs into primary mathematics classrooms can enrich students’ aesthetic experiences and promote the integration of mathematics learning with ethnic cultural education.

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